2A-Purdum-Science Fiction Literature-Nov. 12-19-Weekly Lesson Plan
Instructional Chunk / Monday / Tuesday / Wednesday / Thursday / FridayGLET 1f-Locate and recall information in different text structures (cause-effect, problem/solution, compare/contrast)
6a-Read and respond to classic and contemporary novels, poetry, plays, short stories, non fiction, essays, speeches, from a variety of cultures and historical time periods that are familiar and unfamiliar / 1f / 6a, 1f / 1f / 1f-6a / 1f-6a
CO / CO: Understand elements of literature through analysis of different structures in text, including plot and sequence of events. / CO: Understand elements of literature through analysis of different structures in text, including setting, point of view, plot, character analysis. / CO: Understand elements of literature through analysis of different structures in text, including setting, point of view, plot, character analysis, and sequencing, by continuing to finish the previous selection analysis of BTWOB and HB. / CO: Connect through analysis and comparison written science fiction genre with media science fiction genre, by writing a construction of the world of Star Trek.
OR, Connect written sci fi text with media interpretation with a review and comparison of “Thrill of the Grass” P.57 with “Field of Dreams”. / CO: Connect through analysis and comparison written science fiction genre with media science fiction genre, by writing a construction of the world of Star Trek.
OR, Connect written sci fi text with media interpretation with a review and comparison of “Thrill of the Grass” P.57 with “Field of Dreams”.
Formative Assessment / Students will read BTWOB with teacher, aloud, write plot diagram and write sequence of events in “By the Waters of Babylon”, Benet, P. 43.
Students will highlight or underline biography text of Benet. / Students read “Harrison Bergeron” P. 21. Students write inference chart for HB, setting diagram for HB, notate HB point of view, diagram plot of HB, notate characters in HB and their characteristics with supporting details from the text. / Students will read, write plot diagram and write sequence of events in “By the Waters of Babylon”, Benet, P. 43.
Students will highlight or underline biography text of Benet.
Students read “Harrison Bergeron” P. 21. Students write inference chart for HB, setting diagram for HB, notate HB point of view, diagram plot of HB, notate characters in HB and their characteristics with supporting details from the text. / Students will view, discuss and write construction of the world of Star Trek from viewing episode and utilizing study guide questions, and preparing to enact the episode clip.
OR,
Students will view “Field of Dreams” and read “Thrill of the Grass” and write a review comparing the movie interpretation of the original text. / Students will view, discuss and write construction of the world of Star Trek from viewing episode and utilizing study guide questions, and preparing to enact the episode clip.
OR,
Students will view “Field of Dreams” and read “Thrill of the Grass” and write a review comparing the movie interpretation of the original text.
Key Vocabulary
· Use realia
· Label the room
· Preteach vocabulary
· Connect two
· Word sorts
· Concept maps
· Picture dictionaries
· Dramatize vocabulary / Calibrated, consternation, cower, hindrance, luminous, symmetry, synchronizing, vague, vigilance, wince / Psyche, acrimonious, dun, hummocks, swathe, verdant, recalcitrant
Warm-ups
Motivation/Building Background/Anticipatory Set (Why do we want to learn this?)
· Think/Pair/Share
· K-W-L
· Making predictions
· Dyad/Journal
· Activate Prior Knowledge
· Engaging scenario
· Posing an essential question / Share read aloud with members of class, “BTWOB”, P. 43. / Share read aloud with members of class, “HB”, P. 21 / Complete work which will result in total coverage of HG and BTWOB.
Lesson for 1st Time Instruction (How best might we learn?)
I Do
Modeled tasks
· Think Aloud
· Modeled Writing
· Read Aloud + Think Aloud
· Visualization
· Story Frames
· Modeled Brainstorming / Teacher provides graphic organizer for plot, sequencing. Teacher explains Freytag model on overhead or video screen. Teacher models plot diagram and sequencing on overhead or video screen. Teacher provides point of view explanation, instruction, and illustrates internal and external conflict. / Teacher provides graphic organizers: to whit, plot, setting, character analysis.
Teacher models graphic organizer construction via overhead or video. / Teacher read aloud “Thrill of the Grass” or study guide for Star Trek episode and script. / Teacher reads selection or study guide, leading interpretation and analysis questions of the selection or viewing.
We Do
· SQP2RS (Survey, Question, Predict, Read, Respond, Summarize)
· Heads Down (Butts Up)
· Carousel
· Concentric Circles
· Gallery Walk
· Jigsaw
· Round Table Round Robin
· Interactive writing
· Brainstorming
· Reciprocal teaching
· Socratic Seminar / Teacher and class write sequence, plot points together. Teacher and students read selection aloud. / Teacher and students read selection aloud. Teacher and students complete charts for setting, character, and plot, with illustration and explanation from the text, pulling supporting details for character analysis. / Teacher and students view Trek episode, write guided notes on script and plot points, world of Trek points.
OR,
Teacher and students read “Thrill of Grass”, and view “Field of Dreams” P. 57. Discuss comparisons, contrasts of text with screenplay, write comparisons and contrasts. / Teacher and students view Trek episode, write guided notes on script and plot points, world of Trek points.
OR,
Teacher and students read “Thrill of Grass”, and view “Field of Dreams” P. 57. Discuss comparisons, contrasts of text with screenplay, write comparisons and contrasts.
You Do
· Small Skills Group Pull Outs
· Journaling Individual or Interactive
· Selective underlining
· 2-Column Notes/ Cornell Notes
· Jigsaw
· Gallery Walk
· Role Plays
· Group Summaries
· Double Entry Journals
· Socratic Seminar / Students read “By the Waters of Babylon”, students write notes on Point of View and the Bio of Benet. Students write sequencing and plot diagram on graphic organizers. / Students write setting, plot and character analysis charts, adding supporting details from text for character analyses.
Students read HB, P. 21. / Students view, read, write important aspects and analysis of either work, for submission by end of unit. Students who do Trek enact episode per their own interpretation after viewing the original episode. / Students view, read, write important aspects and analysis of either work, for submission by end of unit. Students who do Trek enact episode per their own interpretation after viewing the original episode.
Closure
· Review Content and Language Objectives
· Summarize
· Response Boards
· Individual reflection journal
· Cloze activity
· Outcome Statements / Students submit for credit sequencing, plot diagrams for BTWOB. / Students submit plot diagrams, setting diagrams, character analyses with correct answers and details written in appropriate areas.
Differentiation for struggling or advanced learners: / Students work in pair/groups on organizer points. / Students work in pair/groups on organizer points. Students submit at least one story element analysis. / Encourage work with the enactment, with creative input and active participation. / Encourage work with the enactment, with creative input and active participation.
Resources: / Class Text: P. 43.
Graphic organizers-sequencing, plot diagram, Freytag presentations, point of view handouts.
Overhead, or video screen. / Class Text: P. 21.
Graphic organizers- plot diagram, character analysis diagram, setting diagram.
Overhead, or video screen. / Class text: P. 21, 43. / Class text: P. 57 / Class text: P. 57